Introduction
This paper is an analysis of a research paper by Vianden (2009), which is focused on the investigation of male students’ experience of communicating with faculty. The analysis of the methods and approach that the author used can help understand the process of conducting a study in real-life conditions. This study examines the experience of male college students who interact with faculty during their first year. Qualitative research can investigate how men perceive situations and make decisions. In the future, more studies on male experiences in higher education are needed since males are becoming identified as an at-risk category, as the paper by Vianden explores only some of the factors.
Analysis
What are the research questions this study seeks to answer?
The purpose of this study is to examine the experience of male college students who interact with faculty during their first year. According to Vianden (2009), while existing studies can teach us a lot about student-faculty relationships and male identity formation, there are still gaps in our understanding. The qualitative paradigm underpins the majority of studies on student-faculty interaction.
Why are these important research questions?
This study is important because qualitative research can investigate how men perceive situations and make decisions, allowing college educators to design curricula based on their own experiences. More study on male experiences in higher education is needed since males are becoming identified as a new at-risk category.
What qualitative methodology is used in this study? Is the rationale sufficient for using the chosen methodology?
The qualitative methodology used in this study is basic interpretative quality design. This is an appropriate design for this study because when researchers want to explore and comprehend participants’ perspectives and perceptions, they use this design (Busetto, Wick, & Gumbinger, 2020; Noyes et al., 2019; Sim et al., 2018). The manner of data collection was consistent with the design. The depth interview was appropriate since the inquiry’s emphasis was understandable, the respondents were a homogeneous group, and the research questions were explicit.
Is there another methodology that the researchers could have used that would have yielded important or missing data? If so, please describe what that might be.
As opposed to a qualitative design study, the author could have used a quantitative design, such as a survey. Quantitative methods require large sample sizes to support the validity of the research, and the study would be more reliable (Burkholder et al., 2018; Savela, 2018; Sablan, 2019). Quantitative research is the systematic analysis of phenomena via the collection of measurable data and the use of statistical, mathematical, or computational tools. Quantitative outcome research is usually done in the social sciences, and it collects quantitative data from research studies using the statistical methods described above. Researchers and statisticians use mathematical frameworks and ideas related to the quantity under consideration in this research strategy.
How does the article demonstrate concise and clear writing?
This article demonstrates clear and concise wiring because the author uses a minimal number of explanations within the text. They concisely describe the purpose, research questions, and methodology.
What are at least 3 questions the researchers should anticipate that other scholars might ask about the study or results of the study?
The three other questions that the author may anticipate are the impact of the studied factors on female students. Additionally, the questions about minorities’ experience in college can also be explored in future studies. Finally, the exploration of the strategies to improve the experience of male first-year students can be another topic for a research study.
How might the findings of this research further knowledge?
The findings of this study may enhance knowledge because they explain the experience of male first-year students and can help improve their experiences. College educators must inspire students to communicate with faculty members beyond the classroom by carefully explaining what these interactions can be and what advantages might arise (Vianden, 2009). Inside the classroom, faculty members can exhibit interpersonal characteristics that encourage rather than hinder students from connecting with them outside of the classroom. More studies on male students are required to comprehend the potential challenge that men face when they enter higher education facilities.
How else might these research questions be investigated using other qualitative methods, a different study population, or quantitative analysis?
These research questions can be explored differently, for example, by using a different qualitative methodology. For example, to comprehend concepts, views, or experiences, qualitative researchers collect and analyze non-numerical data such as text, video, or audio that could be used to study the same topic (Zhou & Zhang, 2021). These approaches can be utilized to gain in-depth insights into a topic or to develop fresh research ideas. For example, observations are thorough field notes that describe what the authors or participants have seen, heard, or encountered. Focus groups or asking questions and stimulating conversation among a group of individuals are other options. Thus, there are several other methods that this author could have apprised to explore their research questions.
Conclusion
In summary, this paper is an analysis of the paper exploring the issues that male college students face in their first year of studies. The purpose is to examine the approaches and methods that the author used to explore their research question. This researcher looks at how male college students interact with instructors throughout their first year. Qualitative research may be used to examine how men perceive circumstances and make decisions. More research on male experiences in higher education is required since men are increasingly identified as an at-risk group. Quantitative research is the systematic examination of phenomena using quantifiable data and statistical, mathematical, or computational methods.
The study’s findings may increase knowledge since they explain the experiences of male first-year students and can help improve their experiences. More study on male college students is required to completely comprehend the possible challenges that males encounter in higher education. Outside of the classroom, college instructors must encourage students to connect with faculty members. Faculty members might demonstrate interpersonal traits that support rather than inhibit students in the classroom.
References
Burkholder, E., Walsh, C., & Holmes, N. (2020). Examination of quantitative methods for analyzing data from concept inventories. Physical Review Physics Education Research, 16(1).
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research And Practice, 2(1), 10-20.
Noyes, J., McLaughlin, L., Morgan, K., Roberts, A., Stephens, M., Bourne, J., Houlston, M., Houlston, J., Thomas, S., Rhys, R. G. (2019). Designing a co-productive study to overcome known methodological challenges in organ donation research with bereaved family members. Health Expectations. 22(4), 824–35.
Sablan, J. R. (2019). Can you really measure that? Combining critical race theory and quantitative methods. American Educational Research Journal, 56(1), 178–203.
Savela, T. (2018). The advantages and disadvantages of quantitative methods in schoolscape research. Linguistics and Education, 44, 31-44.
Sim, J., Saunders, B., Waterfield, J., & Kingstone, T. (2018). Can sample size in qualitative research be determined a priori? International Journal of Social Research Methodology, 21(5), 619–634.
Vianden, J. (2009). Exploring college men’s perceptions about interacting with faculty beyond the classroom. The College Student Affairs Journal, 27(2), 224-241.
Zhou, J., & Zhang, Q. (2021). A survey study on U.S. college students’ learning experience in COVID-19. Education Sciences, 11(5), 248.